text: There are several common classroom demonstrations that are sometimes incorrectly explained using Bernoulli's principle. One involves holding a piece of paper horizontally so that it droops downward and then blowing over the top of it. As the demonstrator blows over the paper, the paper rises. It is then asserted that this is because "faster moving air has lower pressure".
  One problem with this explanation can be seen by blowing along the bottom of the paper: if the deflection was caused by faster moving air, then the paper should deflect downward; but the paper deflects upward regardless of whether the faster moving air is on the top or the bottom. Another problem is that when the air leaves the demonstrators mouth it has the same pressure as the surrounding air; the air does not have lower pressure just because it is moving; in the demonstration, the static pressure of the air leaving the demonstrators mouth is equal to the pressure of the surrounding air. A third problem is that it is false to make a connection between the flow on the two sides of the paper using Bernoullis equation since the air above and below are different flow fields and Bernoullis principle only applies within a flow field.
  As the wording of the principle can change its implications, stating the principle correctly is important. What Bernoullis principle actually says is that within a flow of constant energy, when fluid flows through a region of lower pressure it speeds up and vice versa. Thus, Bernoullis principle concerns itself with changes in speed and changes in pressure within a flow field. It cannot be used to compare different flow fields.
  A correct explanation of why the paper rises would observe that the plume follows the curve of the paper and that a curved streamline will develop a pressure gradient perpendicular to the direction of flow, with the lower pressure on the inside of the curve. Bernoullis principle predicts that the decrease in pressure is associated with an increase in speed; in other words, as the air passes over the paper, it speeds up and moves faster than it was moving when it left the demonstrators mouth. But this is not apparent from the demonstration.
  Other common classroom demonstrations, such as blowing between two suspended spheres, inflating a large bag, or suspending a ball in an airstream are sometimes explained in a similarly misleading manner by saying "faster moving air has lower pressure".